Video Futures Project
Dedicated to Advancing Self-Modeling Practices
As an intervention strategy, Video Self-Modeling uses carefully planned and edited positive self-images of adaptive-only behavior on video to change the frequency or quality of a person's behavior. As a positive behavior support it often facilitates a myriad of special education learning situations where other methods have failed: transitions, job interviews, speech intelligibility, reducing anxiety, activities of daily living such as mobility and dressing, anger management, dating behavior.
What is Video Futures?
Modeling is a powerful and effective way to learn. We model desired behaviors we 
observe in others with whom we feel comfortable or whom we respect. What better model than seeing ourselves performing positively? Viewing oneself as a competent, highly captivating "learning model" can enhance self-efficacy and the acquisition of targeted skills.
In the 1970s, several researchers were very interested in using video for self-modeling. Peter Dowrick was working with a young girl "Shirley" whose cerebral palsy created difficulties for navigating steps and other obstacles in her New Zealand classrooms and neighborhood. Dr. Dowrick video taped Shirley attempting to step over a variety of obstacles such as blocks, ropes, etc. All Shirley's mistakes, and occasional supporting hands, were edited out. The resulting 2-minute tape showed what Shirley's behavior "could look like" if performed effectively and without support. After two weeks of watching her "obstacle navigating tape," Shirley went into the community and showed excellent mobility. Not only could she walk over those obstacles in her tape, she could step up curbs as well.
Twenty years and many tapes later, the practice of Video Futures continues. Video Futures is an overall term used to describe video strategies that show any positive future for oneself. Our project is specifically designed to support students with disabilities. These video interventions can help people learn new skills, improve a new or inconsistent skill, transition to a new situation, plan their futures.
A series of federally funded grants has supported activities in video self-modeling strategies, first through the Self-Determination Project (1993-1996) and then through the Video Futures Project (1996-1999), both coordinated through The Center for Human Development at the University of Alaska Anchorage. Another U.E. Department of Education project is underway at the Center on Disability Studies: UAP, University of Hawaii, Manoa.
What is the Video Futures Project?
A federally funded 3 year project, directed through the Center for Human Development that demonstrates research-to-practice special purpose applications of video technology.
What is Video Self-Modeling (VSM)?
An innovative use of everyday video equipment to produce short tapes of adaptive only behavior with the students themselves.
When is Video Self-Modeling Used?
For a new skill, a new situation, or envisioning the future: all may be enhanced with a video self-modeling tape.
Different Types of Video Self-Modeling
Two types of video self-modeling used in Video Futures are Feedforward and Positive Self-Review.
Why Does Self-modeling Work?
Seeing oneself as a positive model on tape is a powerful tool.
Success Stories
Chantelle, Jose, and Martin benefit from Video Futures tapes, each in very different ways.
References and Further Reading
Articles, books, videos, and more.
DISCLAIMER: The pictures contained in the Video Futures Website do not correspond with any of the stories, names, or disabilities expressed.